Electroconvulsive Therapy: a Video-Based Educational Resource Using Standardized Patients
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EMPIRICAL REPORT
Electroconvulsive Therapy: a Video-Based Educational Resource Using Standardized Patients Brandon Kitay 1 & Andrés Martin 2
&
Julie Chilton 2 & Doron Amsalem 3 & Robbert Duvivier 4 & Matthew Goldenberg 1
Received: 20 April 2020 / Accepted: 19 July 2020 # Academic Psychiatry 2020
Abstract Objective Video-based depictions of electroconvulsive therapy (ECT) can be useful for educational purposes, but many of the readily available resources may worsen already stigmatized views of the procedure. Educators’ common reliance on such material highlights the paucity of equipoised depictions of modern ECT well suited for the training of health professionals. The authors developed and tested a new educational module enhanced by videotaped depictions of a simulated patient undergoing the consent, treatment, recovery, and follow-up phases of ECT. Methods The didactic intervention interspersed 7 short video clips (totaling 14 min) into a 55-min lecture on treatment-resistant depression. The session, part of an intensive course of preclinical psychiatry, was delivered online through synchronous videoconferencing with Zoom. The primary outcome measure was change in the Questionnaire on Attitudes and Knowledge of ECT (QuAKE). Results Fifty-three out of 63 (87%) eligible second-year medical students completed assessments at baseline and after exposure to the didactic intervention. QuAKE scores improved between baseline and endpoint: the Attitudes composite increased from 49.4 ± 6.1 to 59.1 ± 5.7 (paired t 10.65, p < 0.001, Cohen’s d 0.69), and the Knowledge composite from 13.3 ± 1.2 to 13.9 ± 0.8 (paired t 3.97, p < 0.001, Cohen’s d 0.23). Conclusions These video-based educational materials proved easy to implement in the virtual classroom, were amenable to adaptation by end-use instructors, were well received by learners, and led to measurable changes in students’ knowledge of and attitudes toward ECT. Keywords Electroconvulsive therapy (ECT) . Curriculum development . Teaching materials . Standardized patient (SP) . Synchronous videoconferencing . Stigma
Electroconvulsive therapy (ECT) remains one of the safest and most effective treatments in psychiatric practice. However, ECT utilization remains low relative to the need for effective interventions in “treatment-refractory” psychiatric patients. Low rates of utilization have been attributed to a complex set of structural, cultural, and region-specific legislative barriers [1, 2]. At the level of the practitioner, lack of knowledge about the efficacy of the procedure and/or negative * Andrés Martin [email protected] 1
Yale School of Medicine, New Haven, CT, USA
2
Child Study Center, Yale School of Medicine, New Haven, CT, USA
3
Tel Aviv University Faculty of Medicine, Ramat Aviv, Israel
4
University Medical Center Groningen, Groningen, The Netherlands
attitudes regarding ECT remain significant barriers toward making referrals or recommending ECT as an appropriate treatment. Professional organizations such as the American Psychiatric Association (
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